Transcript Implementing National Curriculum : History

The John Tonkin College Journey
So where did I begin?......
After reading the ACARA History document Iwe approached the task with three main assumptions:
•The Australian Curriculum: History employs a skills and inquiry based model of teaching.
•The skills of historical inquiry are developed through teacher directed and student centred learning, enabling
students to pose and investigate questions with increasing initiative, self direction and expertise. In the
teaching of history there should not be an artificial separation of content and process, nor a focus on historical
method at the expense of historical knowledge.
•In Years 7–10 there is a particular emphasis on the use of overviews and depth studies, which draw on a range of
historical contexts.
•Students’ interest in and enjoyment of history is enhanced through a range of different approaches such as the
use of artefacts, museums, historical sites, hands on activities and archives. Historical narrative is used so that
students experience the ‘story’ in history, and this can be extended to investigations of cause and
consequence, historical significance and contestability. Connections are made where appropriate between past
and present events and circumstances to make learning more meaningful for students and to help students
make sense of key ideas.
•Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning
and achievement and then to select the most appropriate content (possibly from across several year levels) to teach
individual students and/or groups of students.
•This takes into account that in each class there may be students with a range of prior achievement (below, at,
and above the year level expectations) and that teachers plan to build on current learning.
My second task was to check staff understanding of the National Curriculum: History Document.
•Whilst most staff knew of the document they were certainly not familiar with the content and how
this would impact on the traditional approaches to teaching S&E and History
•Staff did not fully understand the fundamental changes that the History
curriculum advocated with
•Overview and depth study approach
•Sequence of history as outlined in the National Curriculum
Outcomes:
1. Initially it was important just to place the ACARA documents on our agenda
2. Followed this up with a SWOT Analysis so staff could familiarise themselves
with the new curriculum
As a team we worked with four main documents...
1.
2.
3.
4.
Australian Curriculum: History Document
General Capabilities: History
Current Society & Environment Skills Checklist 8-10
JTC Scope and Sequence documentation.
Our job was to conduct a skill and content audit. WE DIDN’T WANT TO LOSE ANY SKILLS!
EXAMPLE:
Comparison of Australian Curriculum: History and WA K-10 Syllabus: Society & Environment - Year 8
In Year 8 the Australian Curriculum and the WA K-10 Syllabus both emphasise the teaching of similar historical
understandings and skills through a process of inquiry learning. The Australian Curriculum content focuses on major
civilisations across the world within a specific time period (c 650 Ad (CE)- c1750).
The WA K-10 Syllabus has a wide range of suggested topics related to the understanding of continuity and change within
our region. The Australian Curriculum emphasises the development of evidence based historical texts, particularly
descriptions, and includes contestability and significance in the list of understandings to be taught.
•Content within the ICP, Time, Continuity & Change, Culture and Natural and Social Systems outcomes link to the
Australian Curriculum: History.
New content has been highlighted in bold.
Local history, Asia-Pacific first peoples, Aboriginal and Torres Strait Islander experiences (1905-1967), significant
people. Ancient cultures of the Asia-Pacific region, Australian icons, national identity (Australia)
The Ancient to the Modern World c.650 AD (CE)- c.1750
Knowledge and Understandings
Overview
•The transformation of the Roman world and the spread of Christianity and Islam.
•Key features of the medieval world (feudalism, trade routes, voyages of discover, contact and conflict).
•The emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance,
the Scientific Revolution and the Enlightenment).
FOR MOST STAFF THIS WAS A MAJOR CHANGE TO THE
WAY WE SEQUENCED HISTORY CONTENT...
Decisions, decisions...
It was important to emphasis the
positive... This was a chance to teach areas
of the History discipline we had not studied since
University and that we were passionate about
Whilst this was initially stimulated staff interest it was also daunting
So at John Tonkin College the Humanities Department:
•
created a potential resource list
•
‘borrowed’ from colleagues - it was interesting to see their approaches
•
made some hard decisions about depth studies within the History curriculum and the
potential impact on subject selections for senior school students
• JTC offers Ancient History as an elective in years 11 and 12 so we did not
want to touch on ground that was repetitive
•
We also have ATAR and non-ATAR History electives in years 11 and 12:
so students studying at these level needed to be challenged by new material
(potential conflict with Australian eras under study)
JTC Year 8 outline — Australian Curriculum: History
Year level
description
Implementation year: from 2012
Curriculum focus: World and Australian history, the analysis and use of sources, and historical interpretation.
Year 8 level description: The Ancient to the Modern World
The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into
contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.
These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; and in ways
that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are:
Achievement
standard

How did societies change from the end of the ancient period to the beginning of the modern age?

What key beliefs and values emerged and how did they influence societies?

What were the causes and effects of contact between societies in this period?

Which significant people, groups and ideas from this period have influenced the world today?
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of
people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.
Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame an historical inquiry. They analyse, select
and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they
identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and
presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, www.australiancurriculum.edu.au/History/Curriculum/F-10
Course outline
(overview and
depth studies)
The Year 8 History course focuses on the end of the ancient period to the beginning of the modern period (c.650 – 1750) and comprises three units, which are constructed around an elective from each depth
study: The Western and Islamic World, The Asia-Pacific World and Expanding contacts. The electives (Medieval Europe, under the Shoguns and the Spanish Conquest of the ) have been chosen to provide
students with a framework to understand the transition from the ancient world to the modern world.
The Medieval Europe and under the Shoguns electives enable students to construct a rich understanding of civilisations during the medieval period, with a focus on how beliefs were eventually challenged and
changed. Studying under the Shoguns and the Spanish Conquest of the offers students an opportunity to examine what happens when major civilisations around the world come into contact with each other. The
Spanish Conquest of the elective also provides students with a way to reach greater understandings about how the modern world has been shaped politically, economically, physically, socially and religiously.
The overview content is reflected in all three depth studies and addresses key features of the medieval world (including feudalism in Medieval Europe and , voyages of discovery to the and the characteristics of
great civilisations such as ). A focus on the transformation of the Roman world is evident in the Medieval Europe elective, and understanding the spread of Christianity will be a central part of the Spanish
Conquest of the elective.
Unit Overview:
Unit overview
Unit 1
Depth study: The Western and Islamic World
Elective: Medieval
In this depth study, students build on understandings of the ancient world to develop an understanding of medieval life (social, cultural, economic and
physical features), the dominance of religion, the role of key individuals, and interaction between different social groups and also between the Western world
and the Islamic world.
This depth study provides opportunities for students to develop historical understandings particularly focused on the key concepts of evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability.
Teaching and learning
Students will:

revisit prior learning to explore legacies of the Roman world in Medieval Europe and sequence the rise and fall of great civilisations

sequence significant historical, cultural and political events and developments in Medieval Europe on an annotated timeline and in descriptions

use historical terms and concepts such as “feudalism”, “Anglo-Saxon”, “peasants”, “civilisations”, “religion”, “historical sources”, “primary and
secondary sources”, “evidence” and “inquiry”

identify a range of questions about medieval life, the dominance of religion, the role of key individuals, and interaction between different social
groups and also between the Western world and the Islamic world to inform a historical inquiry

identify and locate relevant sources, using ICT and other methods, to explore social, cultural, economic and political features of life in Medieval
Europe

identify the origin and purpose of primary and secondary sources to investigate the changing relations between the Islamic world and the West, with
a focus on the Crusades

locate, compare, select and use information from a range of sources as evidence

identify and describe points of view, attitudes and values in primary and secondary sources, e.g. research the role of a significant individual, such as
Charlemagne, with a focus on using sources to explore differing viewpoints on the individual and his or her actions

identify key features of the civilisation at the time, including feudal structures, change and continuity in geopolitical boundaries, trade and trading
routes, the nature of contact between cultures, and the spread of Christianity

develop texts, including descriptions and explanations of aspects of medieval life in relation to continuity and change, using evidence from a range of
sources that are acknowledged and a range of communication forms and digital technologies.
Literacy
Numeracy
ICT capability
Critical and creative thinking
Personal and social capability
Ethical behaviour
General
capabilities and
Intercultural understanding
cross-curriculum
priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and ’s engagement with Asia
Sustainability
Sample of JTC’s Year 8 Teaching Program
1
2-3
Activities
Resources
Introduction, Skill: Mind mapping

Class Routines

Reflection and Goal Setting Process (

Mind map skill

What is S&E? Whole class activity mind map ‘What is S&E’

Medieval Europe History – Lame or Legacy? Introduce topic.
Goal setting questions. Cards and
envelopes
A4 workbook, display file
PowerPoint mind mapping.
Attention Grabbers – from ‘That’s
so Gross’ History’ ( Symnons,
2011)
Skill : Mind mapping,
Content: Medieval Europe Overview and Viking Contact
Concept: Chronology - Time

Introduce topic with the hook - Medieval Europe History – Lame or
Legacy?

Clarify what and why referred to as the Dark Ages? When did it
start/end.

Students copy glossary of terms for measuring time, (A.D. ,C.E,
B.C., B.C.E. period, Ancient Period, Dark Ages, Medieval Period,
Renaissance, modern period, decade, century ) Explain.

Using world maps discuss the setting of Medieval Europe,
breakdown of roman empire and movement of people across what
was the Roman empire (Barbarians, Germanic tribes, Muslim
Conquests and Vikings)

Pop Quiz – measuring time glossary.

Show clip of Roman and clip of Dark Ages.
Ask what obvious differences did they see? Then compare and
contrast with Roman Empire, using a table with aspects (culture,
education, trade, religion and protection)

Individual activity - View clip, create mind map of what you see
‘Medieval History’ x 2 clips - on A3 sheet kept in display file.

Share results with whole class on the board and students to update
as we go on their map.

Viking Contact - Who were the Vikings? Where did they come from?
Find out their key beliefs, ideas, values and influence on the future?
Update ‘Medieval times ’mind map with ideas of the Viking
civilisation.

MSOS Extension Written Task: Prove or disprove the following
statement. ‘Vikings were more than wild barbarians from the
north.’

Glossary terms: mind map, medieval history, middles ages, dark
ages, berserkers, longship thing, pagan
SOSE Alive 2 – Chapter 1 pp. 124.
Colour pencils, textas
A3 paper
Student notes/glossary terms
Class set of Atlas’s
http://upload.wikimedia.org/wikiped
ia/commons/2/2d/Invasions_of_the
_Roman_Empire_1.png
Map of the invasions of the Roman
Empire –
Table of Dark Ages/Roman Empire
comparison.
U tube clips – ‘The Fall of Rome’
and ‘The Dark Ages’
www.youtube.com/watch?v=wN4N
_FgoNg
Website - history.com
Mr Zollers social studies podcast.
U tube clip ‘Horrible Histories –
Literally: The Viking Song
www.youtube.com/watch?v=8qSka
AwKMD4
Outcomes Covered
Australian Curriculum Connection
Understand how contact from Viking
tribes and expansion of the Viking
settlement contributed to the end of
the and the ‘ancient’ period of history.
Understand the key beliefs and values
of the Viking tribes and the influence it
had on European society.
MSOS Class: Understandings to
answer the question Medieval
Europe; Lame or Legacy? Connect
and focus on the sustainable
elements of the Viking culture.
Targeting MSOS principles: impacts
of human activity and sustainability.
TCC: Understanding the past
Understand people, events and ideas
are linked to time periods.
Understand the different ways to
measure time (see glossary terms)
Continuity and Change
Change has an impact on people,
events and ideas.
Understandings to answer the question
‘Medieval Europe: lame or legacy?
How does the past shape the present?
Monitoring and Assessing
Individual profiles class dynamics,
commence anecdotal notes for student
profiles.
Reflection – Goal Setting
MSOS Class – Homework to complete
mind map of ‘What is S&E’ to check
engagement in program and
expectations.
Informal assessment used to inform
future teaching, gauge students general
understandings of S&E, and skill ability
to mind map. Feedback provided to
students via commentary but not
included in formal assessment marks.
Pop Quiz – measuring time
MSOS Homework – ‘Words to
describe the past’ sheet.
MSOS Written task – persuasive
paragraph.
Informal assessment to gather writing
sample evidence and inform future
teaching.
What have achieved?
•Reviewed Scope and Sequence 8-10 to include National Curriculum: History
•Conducted literacy and numeracy audits in S&E
•Conducted S&E skill audit
•Conducted current resources audit
•Researched new resources
•Completed Year plans 8-10
•Completed Unit Depth study units 8-10
•Trialled Units / Depth Studies 8-10 and reviewed and fine tuned these for 2013
•Completed Depth Study resources package for new teacher 2013 and beyond
•Completed and trialled CAT and Assessment rubrics 8-10 (General Capabilities referenced)